This policy is a ‘stand alone’ policy that comes under the umbrella of Personal, Social, Health
Education and Citizenship now (PSHEC) in the school. It takes account of the ‘Sex and
Relationship Education Guidance’ published by the DfEE in July 2000 that updated Circular
5/94 ‘Sex Education in Schools’. The policy has been drafted by a working party of the
School Governors following consultations with students, parents and staff, together with local
health education advisers and health promotion specialists and is based on a framework
produced by a countywide multi-disciplinary group. A statement on Sex and Relationship
Education is also to be found in the School Prospectus.
Rationale
At Chilton Trinity Technology College, we believe that effective Sex and Relationships
Education (SRE) is essential if our students, as they grow, are to make responsible and well
informed decisions about their lives. It contributes to promoting the spiritual, moral, social,
cultural, emotional, mental and physical development of our students, preparing them for
the opportunities, responsibilities and experiences of adult life.
We believe SRE should not be delivered in isolation, but be firmly rooted in our Personal,
Social, Economic and Health Education and Citizenship programme, supplemented by
Science and other subjects of our taught curriculum.
Definition of Sex and Relationship Education
Sex and Relationship Education is lifelong learning about physical, moral and emotional
development. It is about respect, love and care and the benefits of making and maintaining
a stable marriage or relationship. We recognise that to be human is to experience sexual
feelings, seek connections with other people and develop relationships, which may be
physical or non-physical. Our teaching of sex and relationship education is applicable to all
sexual orientations and will include teaching of sex, sexuality and sexual health.
SRE seeks to enable young people to feel positive about themselves, manage relationships
and access the infrastructure of support available.
Aims and Objectives
At Chilton Trinity Technology College we aim to provide our students with an age
appropriate SRE programme that is tailored to their physical and emotional maturity. In
doing this, we acknowledge the value of contributing to a spiral curriculum. It should enable
them to make positive choices about their sexual and emotional health, both now and in the
future. We seek to achieve this aim by having three main elements to our programme as
outlined in ‘Sex and Relationship Guidance’, DfEE, Ref 0116/2000, p.5:

attitudes and values

learning to care about other people and being sensitive towards their needs and views;
learning the importance of values, and individual conscience and moral considerations;
accepting the differences between people and learning not to exploit them;
learning the value of family life, marriage, and the importance of stable, loving and
caring relationships
learning the importance and responsibilities of the family unit for all its members;
learning to respect oneself and others and being honest, loyal and trustworthy in
relationships;
learning to take responsibility for one’s actions in all situations;
exploring, considering and understanding moral dilemmas; and developing critical
thinking as part of decision-making.
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personal and social skills

learning to manage emotions and relationships confidently and sensitively;
developing self-respect and empathy for others;
learning to make choices based on an understanding of difference and with an absence
of prejudice;
learning how to make well informed and responsible decisions about their lives and
developing an appreciation of the consequences of the choices made;
managing conflict;
learning how to recognise and avoid exploitation and abuse.

knowledge and understanding

learning and understanding physical development at appropriate stages;
understanding human sexuality, reproduction, sexual health, emotions and relationships;
learning about contraception and STI’s and the range of local and national sexual health
advice, contraception and support services; (+ the avoidance of unplanned pregnancy).
learning the reasons for delaying sexual activity and the benefits to be gained from such
delay;
We believe that SRE will be achieved by providing an environment and atmosphere where
students feel safe, relaxed, not intimidated, but focussed; and where they have confidence
and trust in the knowledge, ability and skills of their teachers.
Moral Framework
Students will be taught SRE within a framework which models and encourages the following
values:
Being honest with themselves and others
Developing a critical awareness of themselves and others
Learning to show tolerance, understanding, respect and care for others
Acknowledging the rights, duties and responsibilities involved in sexual
relationships
Developing an awareness and belief in one’s own identity
Having a positive attitude towards the value of stable relationships for the
upbringing of children
Acknowledging and understanding diversity with regard to religion, culture and
sexual orientation
Having self-discipline regarding their sexuality.
Working With Parents
The school is committed to working in close partnership with parents and carers who are the
key people in teaching their children about sex and relationships. Parents/carers are
welcome to discuss the school’s SRE programme and policy and to view the policy, teaching
materials and resources that will be used.
A parent or carer, who is concerned about any element of this policy, or is unhappy about
their child’s participation, should discuss their feelings with the Pastoral Team Leader in the
first instance. Parents have the right to withdraw their children from all or part of those
aspects of the SRE programme which are NOT part of the statutory National Curriculum
Science Orders. If requested, alternative arrangements will be made for individual students,
but it is hoped that this will not be necessary. If so, parents should consult with the
Headteacher to discuss appropriate arrangements.
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Content and Organisation
The organisation of SRE is no different from other curriculum areas. It is delivered through
planned programmes within Science, RE, English, PE, IT and PSHEE. In addition,
contributions may be made through other subjects such as Child Development, which may
be an option and not taught to all students. Occasionally, issues about SRE may arise
spontaneously in other lessons (eg while studying English Literature) where it is not the main
focus of the lesson. This is not considered to be part of the planned SRE programme and
parents or carers cannot withdraw students in these circumstances.
Normally, male and female students will be taught together. However, when deemed
appropriate, there may be occasions when students are taught in separate gender groups.
The intention is for all our students to achieve the age-related learning outcomes
recommended by OFSTED in their report entitled ‘Sex and Relationships’ published in 2002.
Where visitors are invited to deliver aspects of the SRE programme, the school follows the
guidance in ‘School use of visitors and outside agencies in health promotion’ published by
the Somerset Healthy Schools Team. Visitors will be used to support not supplant, the role of
the teacher and they will always be accompanied in the lesson by a teacher. Visitors will
always be fully briefed on their contribution to the programme and will be given a copy of
the current policy beforehand.
Aspects of SRE are encompassed within the ethos of the school and may be delivered
through:
PSHEE lessons
Core and foundation subjects
Assembly time
Tutorial periods
Focus days e.g. World AIDS Day
Collapsed timetable days
Theatre in Education visits
Project/theme lessons
The SRE programme will be delivered by:
Specific teacher/s or a dedicated team of teachers
The School Nurse (or other specified visitor/s or agency).
A range of teaching approaches will be used which include didactic and participatory
methods eg small group work for discussion, etc.
The overview and co-ordination of the taught curriculum is the responsibility of the PSHEE
Co-ordinator under the guidance of the Deputy Head in the school. The Senior Leadership
Team will always identify staff who have the appropriate skills, qualities and knowledge to
teach the more sensitive and contentious aspects of SRE. Continuous professional
development and training will always be provided to ensure a high level of expertise for
teachers involved in delivering the SRE programme in the school.
A designated Governor is the link to the full Governing Body with regard to SRE provision in
the school. That person has attended specific training to equip them for this responsibility.
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Equal Opportunities
SRE is inclusive of all students; they have an equal entitlement to good quality SRE. The
programme will be delivered in line with the school’s Single Equalities policy within an
atmosphere of mutual respect. The whole school community will support an approach which
ensures that no individual will be discriminated against on grounds of gender, race, disability,
religion or sexual orientation.
If a student is absent from school (eg through long term illness) and does not participate in
the SRE programme, the school will ensure that teaching materials are made available.
Resources selected to support the programme will be free from cultural bias wherever
possible and will avoid gender, race, disability or sexual orientation stereotyping. The
programme will be sensitive to the needs of all students in the school.
The school will not discriminate against any member of the school community who is
infected or affected by HIV.
The Sexual Offences 2003
The Sexual Offences Act 2003 became law in May 2004. A full copy of the Act can be found
on www.six.somerset.gov.uk.The Act outlines the law with regard to non-consensual
offences including, rape, assault by penetration, sexual assault and causing a person to
engage in sexual activity without consent.
Specific detail is given regarding child sexual offences (under the age of 16) and rape and
other offences against children under 13.
It is clear that those who act with the purpose of protecting a young person from pregnancy,
STIs, protecting their physical safety or promoting their emotional well being, will not be
guilty of arranging or facilitating a child sex offence. This applies not just to health
professionals but to anyone acting in the best interests of the young person, such as
teachers, youth workers, Connexions PAs, social care professionals and parents. Young
people under 16, including under 13s, can continue to seek contraceptive and sexual health
advice or treatment in confidence.
The aim of the Act is to protect young people from abuse or exploitation. It is not intended
to prosecute mutually agreed sexual activity between young people of a similar age where
there is no evidence of exploitation.
The statement below has been agreed by Home Office to explain the Act to young people

‘In England and Wales, the law on Sexual Offences has been updated. Under this law, the
legal age for young people to consent to have sex is still 16, whether you are straight, gay or
bisexual.
The aim of the law is to protect the safety and rights of young people and make it easier to
prosecute people who pressure or force others into having sex they don't want. Forcing
someone to have sex is a crime.
Although the age of consent remains at 16, it is not intended that the law should be used to
prosecute mutually agreed teenage sexual activity between two young people of a similar
age, unless it involves abuse or exploitation.
Under the Sexual Offences Act you still have the right to confidential advice on
contraception, condoms, pregnancy and abortion, even if you are under 16. But remember,
whatever your age, you shouldn't have sex until you feel ready.”
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The Act also outlines the law relating to the abuse of children by those in a position of trust.
It is an offence for a person aged 18 or over intentionally to behave in certain sexual ways in
relation to a child aged under 18, where the adult is in a position of trust in respect of the
child. This applies to any person over the age of 18 working with a position of trust in an
educational establishment. The offence covers all children under 18, however it is principally
designed to protect young people aged 16 and 17 who, even though they are over the age
of consent for sexual activity, are considered to be vulnerable to sexual abuse and
exploitation from particular classes of persons who hold a position of trust or authority in
relation to them.
Specific Issues
Personal Beliefs
The personal beliefs and attitudes of teachers will not influence their teaching of SRE.
Language and Ground Rules in Lessons
All staff teaching SRE will set ground rules in their classes. For example:
* Staff and students will talk in the 3rd person to avoid breach of confidentiality

* No one (teacher or student) will have to answer a personal question
* No one will be forced to take part in a discussion
* The only language used will be easily understood and acceptable to everyone in the class
e.g. use of words like partner or parent/carer rather than Husband, wife, Mum Dad etc.
* Only the correct names for body parts will be used
* Meanings of words will be explained in a sensible and factual way.
Students will be involved in the negotiation/setting of these rules. Distancing techniques will
also help to avoid the inappropriate disclosure of information. These may include case
studies, role play and speaking in the third person.
Dealing with difficult questions
We have a variety of strategies for dealing with difficult questions. For example:
if a question is too explicit or is inappropriate, the teacher will attend to it later or
refer on to the School Nurse or drop in clinic on an individual basis and a decision will
be taken whether or not to inform the childâ&#x20AC;&#x2122;s parents/carers;
if a child makes a disclosure that causes the teacher concern then they should follow
child protection procedures established within the Schools Safeguarding Children
Policy.
Contraception
It is important that young people learn about the issues surrounding unplanned and teenage
pregnancy. Unplanned teenage pregnancy is a key Governors strategy.

Secondary Schools - Trained staff are able to give students full information about different

types of contraception, including emergency contraception, and their effectiveness and
appropriateness. Individual advice cannot be given to students. Trained staff can, however,
give both individual students and groups of students additional national and local information
and guidance on where they can obtain confidential advice, counselling and, where
necessary, treatment.
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Abortion

Secondary Schools - Students will consider the moral and personal dilemmas involved in

abortion, euthanasia and genetic engineering. Part of the discussion will necessarily involve
the media’s drive to portray human bodies as perfect and how this can feel to those who do
not perceive themselves as fitting into that model. Our school will be conscious of every
students’ life, both as a child and as a potential parent and will be sensitive and supportive
to those who are, or may perceive themselves to be, impaired. All discussions will necessarily
be respectful of all students regardless of differing cultures, religions, abilities, or sexual
identity and gender. Students may also debate issues related to abortion in subjects such as
English, Religious Education and Drama
Awareness of Breast Cancer / Testicular Cancer
It is important that students are made aware of the benefit of self-examination in the early
detection of breast and testicular cancer.
Safer Sex, HIV/AIDS and Sexually Transmitted Infections (STIs)
STIs are major causes of ill health which can have long-term physical and psychological
health consequences.
Teaching about safer sex remains one of the Government’s key strategies in reducing the
incidence of HIV/AIDS and STIs. In recent years there has been a significant increase in the
number of individuals diagnosed with genital infections, including chlamydia, genital warts
and gonorrhoea.
Young people may become complacent. Therefore, teaching includes :
Helping students to clarify their knowledge of HIV/AIDS and STIs.
Teaching them assertiveness skills for negotiating relationships.
Enabling them to become effective users of services that offer advice on
prevention and treatment of STIs.
Teaching About Gay , Lesbian and Bisexual Relationships
The diversity of sexual orientation found within society may also be reflected in the school
community. Students will need to be given information regarding access to relevant support
agencies. The school will seek to ensure that SRE is relevant and positive for all students,
and that teaching about sexuality is undertaken by teachers who are trained and comfortable
with such issues.
‘Sex and Relationship Education Guidance’, DfEE, Ref 0116/2000 makes it clear that schools
should
‘make sure that the needs of all students are met in their programmes.’ (p12)
This
guidance also states that ‘The Secretary of State for Education and Employment is clear that

teachers should be able to deal honestly and sensitively with sexual orientation, answer
appropriate questions and offer support. There should be no direct promotion of sexual
orientation.’ (p13)

It would be insensitive if gay, lesbian, bisexual and transgender issues were only addressed
in limited or negative contexts or prejudice eg teaching about HIV/AIDS. The school will
therefore seek to take account of different sexual orientations throughout SRE. For example,
there may be a number of occasions where, in order to avoid the impression that
programmes are based on an assumption of heterosexuality, it is appropriate to use inclusive
language such as ‘partner’ rather than ‘boyfriend/girlfriend’.
There is a zero tolerance to Homophobic bullying (ie based on perceived gay or lesbian
sexuality) is totally unacceptable. The school has a specific Behaviour/Anti bullying Policy. All
teachers are aware of this policy and a copy is available on request. The School is aware of
the DCSF Homophobic bullying ‘Safer to Learn’ guidance.
Page | 6

Confidentiality

‘Schools must be absolutely clear about the boundaries of their legal and professional roles
and responsibilities. A clear and explicit confidentiality policy should ensure good practice
throughout the school which both students and parents understand. Teachers cannot offer
or guarantee absolute confidentiality.’
‘It is only in the most exceptional circumstances that schools should be in the position of
having to handle information without parental knowledge.’
(‘Sex and Relationship Education Guidance’, DfEE, Ref 0016/2000. p.30)

Parents/carers will be informed of the school’s confidentiality policy through their website.
The school will be acting in loco parentis. Whenever a student makes a disclosure, they will
be advised and encouraged to talk to their parents or carers. Safeguarding issues will be
addressed if necessary.
Information about local advice and support is available to students in the medical room and
from the Drop in Clinic.
Different codes of conduct apply to different professionals working in our school. Through
the dissemination of our Confidentiality Policy students, parents, staff and health
professionals working with us are aware of the different roles people have within the school,
the confidential support available and how confidentiality works in practice.
i) Counselling Service.
The school provides a counselling service that is available to students. Students can self refer
or Student Planning can refer students to the counsellor where appropriate. Other students
can be referred to professionals working with the school as part of the locality team. Where
a lesson is missed the class teacher is informed that the student had an appointment. Staff
are informed that the counselling is confidential between the counsellor and the student.
The counsellor works to national professional guidelines on confidentiality and LA
safeguarding procedures.
Parents/carers are informed of the counselling service through the Pastoral Team Leader or
SEN department. Students and parents/carers will be informed of the safeguarding limit to
confidentiality.
(ii) Doctors, Contraceptive & Sexual Health Service Clinics.
Through SRE lessons students will be made aware of the confidential support available from
doctors and local clinics.
(iii) School staff.
Staff may encounter the situation where it appears that a student under 16 is about to
disclose that they are in or are about to begin a relationship involving sexual intercourse or
that they believe they may be pregnant and/or are seeking contraceptive advice. At this
point staff should indicate that they wish to help the student in their situation but that they
cannot offer or guarantee absolute confidentiality.
If a student talks to a teacher at an inappropriate time the teacher should talk to the student
again before the end of the day. ‘School Nurse Drop-In Guidelines’ published by Somerset
Health Authority state that:
‘The teacher should be able to discuss the issue with an appropriate colleague whilst

retaining the anonymity of the student…Teachers do not have to break a confidence if, in
their professional judgement, it is in the best interest of the student. They are not legally
bound to inform parents or the headteacher of any disclosure unless the headteacher has
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requested them to do so. Teachers should only break confidentiality if they believe that a
student is at risk of physical or sexual abuse.â&#x20AC;&#x2122;

Staff must follow safeguarding guidelines. Members of staff who are not health care
professionals must not give individual contraceptive advice. It is also appropriate to remind
students of information about access to support that is available in the school or has been
outlined in lessons. These actions (suggesting that students see specific members of staff or
reminding them of information) do not involve a requirement to inform parents/carers.
Similarly, as students under 16 are able to access doctors or clinics for contraceptive advice,
where a member of staff advises students to seek medical advice at a GPâ&#x20AC;&#x2122;s surgery or clinic
there is not a requirement to inform parents/carers. However students will always be
encouraged to talk to their parent/carer and will be supported in so doing. In each
circumstance the best interests of the young person will be seen as paramount.
(iv) Confidentiality in lessons.
Staff teaching SRE have a duty of care and may wish to make a ground rule that opinions
and ideas expressed in discussion should not be repeated outside the lesson. Again it must
be stressed that no absolute confidentiality can be promised. Clearly a lesson situation is
also a significantly different context to a conversation with an individual. Students should be
reminded of this difference. Through distancing techniques and ground rules students should
understand that lessons are not an appropriate place to disclose personal information.
Monitoring and Evaluation
The SRE policy is monitored and evaluated through an annual review process involving
students, parents, teachers, PSHEE Co-ordinator, Senior Leadership Team, and the
Governing Body.

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Learning outcomes
Taken from â&#x20AC;&#x2DC;Sex and Relationshipsâ&#x20AC;&#x2122;, Ofsted Report, 2002
The following statements are offered as illustration of learning outcomes for SRE for each
key stage. They give a basis for planning work to develop knowledge and understanding,
values and attitudes and personal skills in SRE. They draw on DfES and other guidance on
SRE and they reflect elements of the non-statutory framework for PSHE.
We present them in this format in the hope that they might be useful to schools
(i)
as an audit tool
(ii)
as a monitoring device
(iii)
for other curriculum developments.
In the right hand column you may wish to add the year, key stage, curriculum area or other
school activity where each learning outcome is addressed.
Those statements marked with an asterisk are part of the National Curriculum Science
requirements.
By the end of Key Stage 3
7

Students will be able to:

a)

manage changing relationships

b)

recognise risk of personal safety in sexual behaviour and be able to make
safe decisions

c)

ask for help and support

d)

explain the relationship between their self-esteem and how they see
themselves

e)

develop skills of assertiveness in order to resist peer pressure and
stereotyping

f)

see the complexity of moral, social and cultural issues and be able to form a
view of their own

g)

develop good interpersonal skills to sustain existing relationships as they
grow and change and to help them make new relationships

h)

be tolerant of the diversity of personal, social and sexual preference in
relationships

i)

develop empathy with the core values of family life in all its variety of forms

j)

recognise the need for commitment, trust and love in meaningful
relationships which may manifest themselves in a variety of forms, including
marriage

k)

recognise the stages of emotions in relation to loss and change caused by
divorce, separation and new family members and how to manage their
feelings positively.

Page | 9

8

Students will know and understand:

a)

that fertilisation in humans is the fusion of a male and a female cell*

b)

the physical and emotional changes that take place during adolescence*

c)

about the human reproductive system, including the menstrual cycle and
fertilisation*

d)

how the foetus develops in the uterus*

e)

how the growth and reproduction of bacteria and the replication of viruses
can affect health*

f)
g)

how the media influence understanding and attitudes towards sexual health
how good relationships can promote mental well-being

h)

the law relating to sexual behaviour of young people

i)

the sources of advice and support

j)

about when and where to get help, such as a genito-urinary medicine clinic.

9

Students will have considered:

a)

about when and where to get help, such as a genito-urinary medicine clinic.

b)

how they see themselves affects their self-confidence and behaviour

c)

the importance of respecting difference in relation to gender and sexuality

d)

how it feels to be different and be discriminated against

e)

issues such as the costs of early sexual activity

f)

the unacceptability of prejudice and homophobic bullying

g)

what rights and responsibility mean in relationships.

Stage 4
10

Students will know and understand:

a)

recognise the influences and pressures around sexual behaviour and respond
appropriately and confidently seek professional health advice

b)

manage emotions associated with changing relationships with parents and
friends

c)

see both sides of an argument and express and justify a personal opinion

d)
e)

have the determination to stand up for their beliefs and values
make informed choices about the pattern of their lifestyle which promote
well-being

f)

have the confidence to assert themselves and challenge offending behaviour

f)

develop qualities of empathy and sympathy and the ability to respond
emotionally to the range and depth of feelings within close relationships
work co-operatively with a range of people who are different from themselves
Page | 10

h)

11

Students will have considered:

a)

the way in which hormonal control occurs, including the effects of the sex
hormones*

b)

some medical uses of hormones including the control and promotion of
fertility*

c)

the defence mechanisms of the body*

d)

how sex is determined in humans*

e)
f)
g)
h)

how HIV and other sexually transmitted infections affect the body
the link between eating disorders and self-image and sexual identity
the risks of early sexual activity and the link with the use of alcohol
how the different forms of contraception work and where to get advice

i)

the role of statutory and voluntary organisations

j)

the law in relation to sexual activity for young people and adults

k)

how their own identity is influenced by both their personal values and those
of their family and society

l)

how to respond appropriately within a range of social relationships

m)

how to access the statutory and voluntary agencies which support
relationships

n)

how their own identity is influenced by both their personal values and those
of their family and society

o)

how to respond appropriately within a range of social relationships

p)

how to access the statutory and voluntary agencies which support
relationships in crisis

q)

the qualities of good parenting and its value to family life

r)

the benefits of marriage or a stable partnership in bringing up children

s)

the way different forms of relationship including marriage depend for their
success on maturity and commitment

12

Students will have considered:

a)

their developing sense of sexual identity and feel confident and comfortable
with it

b)

how personal, family and social values influence behaviour

c)

the arguments around moral issues such as abortion; contraception and the
age of consent

d)

the individual contributions made by partners in a sustained relationship and
how these can be of joy or benefit to both

e)

the consequences of close relationships including having children and how
this will create family ties which impact on their lives and those of others.